Note for teachers using this lesson plan

Before this lesson, gather a variety of colourful counting objects (beads, pebbles, bottle tops) and prepare number flashcards for 0-14. Ensure you have a sand tray or finger paint ready for tracing Number 3, along with large paper and crayons. The central idea is for pupils to recognise numbers 0-14, count objects up to 14 with guidance, and begin to trace/write the numeral 3. Observe pupils actively pointing to numbers, counting objects, and making guided marks for Number 3.

Class: Pre-School Level 1
Term: Second Term
Week: 9
Age: 2 years
Duration: 30 minutes
Subject: Numeracy
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Simple counting and number recognition (e.g., 0-5).
Topic: NUMBERS: 0 – 14
Subject Matter: Numbers 0 – 14; Reading Numbers: 0 – 14; Counting objects: 1 – 14; Recognition of Numbers: 0 – 14; Tracing and writing Number – 3.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

Recognise and say numbers 0-14 when shown.
Count up to 14 objects with teacher’s guidance.
Identify the numeral ‘3’ from a group of numbers.

Affective Domain

Listen attentively to the teacher during number activities.
Participate in counting songs and games.

Psychomotor Domain

Point to numbers 0-14 on charts or flashcards.
Trace the number ‘3’ in sand, air, or on paper with guidance.

Take turns when counting or identifying numbers.
Follow simple instructions from the teacher.

Reference Materials

NAPPS National Unified Teaching Scheme for Pre-School Level 1
Early Childhood Care and Education Numeracy resources

Instructional Materials

Number charts (0-14)
Flash cards (0-14)
Counting objects (beads, pebbles, bottle tops, blocks)
Sand tray or finger paint
Large paper and crayons/pencils
MP4 Player (for video/audio)

Rationale for the Lesson

This lesson introduces young children to the foundational concepts of numbers, helping them recognise, count, and begin to write. Understanding numbers 0-14 is crucial for developing early mathematical thinking and helps children make sense of quantities in their everyday environment. Focusing on writing Number 3 builds early pre-writing skills and number formation.

Prerequisite/Previous Knowledge

Pupils can recognise and say a few basic numbers (e.g., 1, 2) and can count a small group of familiar objects (e.g., 1-3). They are familiar with simple classroom routines and following instructions.

Lesson Content/Board Summary

NUMBERS: 0 – 14

What are Numbers?

Numbers tell us “how many” things there are. We use numbers every day!

Recognising and Counting Numbers 0-14

Number 0: Zero means nothing, like an empty plate.
Number 1: One, like one nose.
Number 2: Two, like two eyes.
Number 3: Three, like three fingers.
Number 4: Four, like four legs of a table.
Number 5: Five, like five fingers on one hand.
Number 6: Six
Number 7: Seven
Number 8: Eight
Number 9: Nine
Number 10: Ten
Number 11: Eleven
Number 12: Twelve
Number 13: Thirteen
Number 14: Fourteen

We can count objects to match these numbers!

Writing Number 3

Number 3 looks like two small curves joined together.

How to make Number 3:

Start at the top.
Make a small curve to the middle.
Then make another small curve to the bottom.

Counting Rhyme

Tune: “Twinkle, Twinkle Little Star”

One, two, three, let’s all see,
Numbers happy, just for me.
Count the beads and count the toys,
Counting numbers brings us joys.
One, two, three, let’s all see,
Numbers happy, just for me!

Actions:
One, two, three, let’s all see: Hold up 1, 2, then 3 fingers.
Numbers happy, just for me: Point to self and smile.
Count the beads and count the toys: Pretend to count objects.
Counting numbers brings us joys: Clap hands.

Watch and Practise Counting

https://www.youtube.com/watch?v=D0z_bO9_i_Q

Key Words

Number – A word or sign that shows how many.
Count – To say numbers in order, or to find out how many.
Three – The number after two.

💡 Teacher Guide for Using This Board Summary

How to teach the content: Use large number charts and flashcards to introduce numbers 0-14. Point to each number, say its name clearly, and ask pupils to repeat. For counting, use real objects like beads or bottle tops. Demonstrate counting one-to-one, touching each object as you count. For Number 3, draw it largely on the board, trace it in the air, and have pupils imitate. Emphasize the two curves.

What to show or demonstrate: Show flashcards of numbers 0-14. Demonstrate counting up to 14 using concrete objects. Show how to trace Number 3 in the air, in a sand tray, and on a large piece of paper. Use your finger to guide their hand if needed.

How to use the rhyme/song: Sing the “Counting Rhyme” with pupils, performing the actions. Repeat it 2-3 times to help them remember and associate actions with counting. Focus on the numbers 1, 2, 3 in the rhyme.

How to use the video: Introduce the video as a fun way to learn numbers. Play the video “Learn Numbers 1 to 10 for Kids | Number Song” by ChuChu TV Nursery Rhymes & Kids Songs. Encourage pupils to watch and sing along, especially for numbers they recognise. After watching, briefly review numbers 1-3 from the video by asking pupils to show fingers or clap the number.

What to watch for: Observe if pupils can point to numbers when called, if they attempt to count objects with guidance, and if they make an effort to trace Number 3. Some pupils may struggle with the full 0-14 range; focus on 0-5 for recognition and 1-3 for counting and writing.

Teaching Methods/Instructional Techniques

Play-based Learning
Demonstration
Guided Practice
Songs and Rhymes
Manipulation of Objects
Repetition
Picture Talk

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils with a cheerful song. “Good morning, children!” Then, the teacher asks pupils to show how many fingers they have on one hand and asks them to count to 2 or 3 if they can. “Can you show me one finger? Two fingers? Three fingers?”

Pupils’ Activity: Pupils respond to greetings and try to show 1, 2, or 3 fingers, saying the numbers if they know them.

Learning Point: Pupils are engaged and recall simple numbers.

Step 2: Number Recognition (0-14)

Time: 5 minutes

Teaching Skill: Visual Recognition/Oral Repetition

Teacher’s Activity: The teacher displays number charts (0-14) and flashcards. The teacher points to each number, says its name clearly, and asks pupils to repeat. “This is zero. Say zero! This is one. Say one!” The teacher goes through 0-14, focusing on clear pronunciation and visual association.

Pupils’ Activity: Pupils look at the charts/flashcards, listen to the teacher, and repeat the number names after the teacher.

Learning Point: Pupils recognise and orally repeat numbers 0-14.

Step 3: Object Counting (1-14)

Time: 5 minutes

Teaching Skill: One-to-one Correspondence/Guided Counting

Teacher’s Activity: The teacher brings out counting objects (beads, bottle tops). The teacher demonstrates counting by touching each object one by one, up to 14. “Let’s count together! One, two, three…” The teacher guides pupils to count a small group of objects (e.g., 1-5) on their own or with peer support.

Pupils’ Activity: Pupils watch the teacher count. They then attempt to count small groups of objects (e.g., 1-5) with the teacher’s help, touching each object as they count.

Learning Point: Pupils practise one-to-one correspondence and guided counting of objects.

Step 4: Counting Rhyme

Time: 3 minutes

Teaching Skill: Auditory Learning/Movement

Teacher’s Activity: The teacher leads pupils in singing the “Counting Rhyme” with actions. The teacher repeats the rhyme 2-3 times, encouraging pupils to join in the words and actions.

Pupils’ Activity: Pupils sing along with the teacher and perform the actions for the rhyme.

Learning Point: Pupils reinforce number recognition and counting through song and movement.

Step 5: Introduction to Number 3

Time: 4 minutes

Teaching Skill: Visual Focus/Pre-writing

Teacher’s Activity: The teacher shows the flashcard for Number 3. “Look, this is Number 3! Can you show me three fingers?” The teacher then draws a large Number 3 on the board and demonstrates tracing it in the air, explaining the “two curves” movement. “Start at the top, curve to the middle, then curve to the bottom!”

Pupils’ Activity: Pupils identify Number 3, show three fingers, and trace Number 3 in the air following the teacher’s demonstration.

Learning Point: Pupils recognise Number 3 and practise its formation through air tracing.

Step 6: Guided Writing of Number 3

Time: 6 minutes

Teaching Skill: Fine Motor/Guided Practice

Teacher’s Activity: The teacher provides a sand tray or finger paint. The teacher guides pupils to trace Number 3 in the sand/paint. Then, the teacher distributes large paper and crayons/pencils, demonstrating how to make simple marks to form Number 3. The teacher offers hand-over-hand guidance for pupils who need it.

Pupils’ Activity: Pupils trace Number 3 in the sand/paint. They then attempt to make marks for Number 3 on paper with crayons/pencils, with the teacher’s guidance.

Learning Point: Pupils develop fine motor skills and begin guided writing of Number 3.

Step 7: Evaluation/Review

Time: 4–5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

“Can you point to Number 3 on the chart?”
“Let’s count these three beads together.”
“Show me three fingers.”
“Who can try to make Number 3 in the air again?”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate (pointing, counting, showing fingers, air tracing).

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes

Teaching Skill: Reinforcement/Praise

Teacher’s Activity: The teacher praises pupils for their participation and effort. “You all did a great job counting and learning about Number 3 today! Keep practising!” The teacher leads a short goodbye song.

Pupils’ Activity: Pupils respond to praise and participate in the goodbye song.

Learning Point: Pupils feel encouraged and motivated to continue learning.

Lesson Keywords

Number – A sign or word that tells us how many.
Count – To say numbers in order, or to find out how many things there are.
Three – The number that comes after two.

Differentiation

Support: For pupils struggling with number recognition, focus on numbers 0-5. Use larger flashcards and more repetition. Provide hand-over-hand guidance for tracing Number 3. Use fewer objects (e.g., 1-3) for counting practice.
Extension: For pupils who quickly grasp the concepts, encourage them to count objects beyond 5 (up to 10) independently. Ask them to identify Number 3 from a group of other numbers on a flashcard. Encourage them to try tracing Number 3 on their own on paper.